Teaching Pragmatics to L2 Learners for the Workplace: The Job Interview

Autor/inn/en	Louw, Kerry J.; Derwing, Tracey M.; Abbott, Marilyn L.
Titel	Teaching Pragmatics to L2 Learners for the Workplace: The Job Interview
Quelle	In: Canadian Modern Language Review, 66 (2010) 5, S.739-758 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.66.5.739
Schlagwörter	Video Technology; Employment Interviews; Native Speakers; Pragmatics; Second Language Learning; Teaching Methods; Responses; Program Effectiveness; Simulation; English (Second Language); Foreign Countries; Mandarin Chinese; College Students; Language Proficiency; Canada; China + Suchen Sie Ihr Suchwort? Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Muttersprachler; Pragmalinguistik; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Simulation program; Simulationsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Collegestudent; Language skill; Language skills; Sprachkompetenz; Kanada
Abstract	This article reports on a pedagogical tool developed to facilitate effective inter-cultural communication in the workplace. We created pre- and post-instruction videos of a native speaker (NS) and non-native speakers (NNSs) in simulated job interviews. Initial interviews were examined for pragmatic difficulties, and one of the researchers also conducted pre- and post-interviews with the recruiters and the NNSs to obtain reactions to the interviews. Their initial videos and post-interview reactions were used to instruct the NNSs in the pragmatics of a job interview. A panel of three expert instructors also watched the pre- and post-instruction videos and rated all interviews on an inventory of specific pragmatic skills. Their ratings were analyzed to determine the candidates' progress and patterns of pragmatic difficulties. Candidates showed marked improvement in their second interviews, demonstrating that the pedagogical intervention used promoted the development of pragmatic competence. Implications for ESL programs, instructors, TESL, and EWP are discussed. (Contains 3 notes and 2 figures.) (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10